Throughout my time working with Daisy, I learned a lot. You will see what I accomplished with my student and hopefully enjoy it as much as I did. My BIG QUESTION is: Do words always mean what they seem? I was able to branch this question off into a lot of subquestions and while I am only uploading 3 lesson plans, there are numerous more that could have come from it. Further lessons to include could be: homophones, poems, shades of meaning (ex: small < little < tiny < miniature < microscopic), synonyms and antonyms, etc. Words are so interesting and students need to be given the opportunity to have fun discovering them. There is no better way to get children excited about diving into new words and their meanings than by showing your excitement and diving in with them!
During class, we were given ten minutes to write about anything we wanted. I thought I would add in what I wrote because it is a fun description about meeting Daisy for the first time, as well as a way I learned to get young students to feel like poets by writing free verse without even realizing it. Normally, the teacher would set up one side of a piece of paper with the heading "What I Heard" and the other with "What I Saw" and then have students fill in the "What I Heard" column while reading a story. Then, they would go back and next to each thing they wrote, describe what they saw in their head. Finally, they would rewrite it (heard, saw, heard, saw, ext.) and have a beautiful, descriptive poem to be proud of. Here is mine:
I walked into the bright classroom as nervous as can be.
A sunny day, but cold out still, my nose was as red as the curtain.
But the other ones were purple and blue and green; blowing as children ran by.
All the little eyes stopped what they were doing to look at who walked in.
The classroom was full of eager Kindergarteners and First-graders enjoying a mid-day snack.
Still they froze and looked up to see who it could be and then kindly greeted me.
I introduced myself as I smiled and waved.
"My name is Jenna," I said, "I am here from Bloomsburg University."
The teacher shook my hand and told me she had the perfect student in mind.
Gretchen pointed and smiled at a little blonde girl with glasses and cheetah pants.
She waved her over and she happily came, after finishing one last bite.
"Hi, I'm Daisy," said she as she giggly shook my hand.
"I'm Jenna," I replied with a smile of my own, "I hope you're as excited as me."
We met and we talked for the first of many times.
Her tiny smile was contagious and I could tell right away we were the perfect match for the learning that was to come.
INSIDER: A Case Study by Jenna Rendeiro
Daisy
Throughout my time working with Daisy, I learned a lot. You will see what I accomplished with my student and hopefully enjoy it as much as I did. My BIG QUESTION is: Do words always mean what they seem? I was able to branch this question off into a lot of subquestions and while I am only uploading 3 lesson plans, there are numerous more that could have come from it. Further lessons to include could be: homophones, poems, shades of meaning (ex: small < little < tiny < miniature < microscopic), synonyms and antonyms, etc. Words are so interesting and students need to be given the opportunity to have fun discovering them. There is no better way to get children excited about diving into new words and their meanings than by showing your excitement and diving in with them!
During class, we were given ten minutes to write about anything we wanted. I thought I would add in what I wrote because it is a fun description about meeting Daisy for the first time, as well as a way I learned to get young students to feel like poets by writing free verse without even realizing it. Normally, the teacher would set up one side of a piece of paper with the heading "What I Heard" and the other with "What I Saw" and then have students fill in the "What I Heard" column while reading a story. Then, they would go back and next to each thing they wrote, describe what they saw in their head. Finally, they would rewrite it (heard, saw, heard, saw, ext.) and have a beautiful, descriptive poem to be proud of. Here is mine:
I walked into the bright classroom as nervous as can be.
A sunny day, but cold out still, my nose was as red as the curtain.But the other ones were purple and blue and green; blowing as children ran by.
All the little eyes stopped what they were doing to look at who walked in.
The classroom was full of eager Kindergarteners and First-graders enjoying a mid-day snack.
Still they froze and looked up to see who it could be and then kindly greeted me.
I introduced myself as I smiled and waved.
"My name is Jenna," I said, "I am here from Bloomsburg University."
The teacher shook my hand and told me she had the perfect student in mind.
Gretchen pointed and smiled at a little blonde girl with glasses and cheetah pants.
She waved her over and she happily came, after finishing one last bite.
"Hi, I'm Daisy," said she as she giggly shook my hand.
"I'm Jenna," I replied with a smile of my own, "I hope you're as excited as me."
We met and we talked for the first of many times.
Her tiny smile was contagious and I could tell right away we were the perfect match for the learning that was to come.
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